Students perceived authoritative IPCC videos as more likely to influence voting than comedic videos¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The IPCC videos were perceived as more influential on how a person might vote than the comedy videos (Welch t-test significant). → Carter 2016 q2 i? Students perceived both video sets as equally influential on changing attitudes or voting on GCC-related issues. → Carter 2016 (2)

Evidence¶

Carter 2016¶

Carter, B. E., and Wiles, J. R. (2016). Comparing effects of comedic and authoritative video presentations on student knowledge and attitudes about climate change. Bioscene, 42(1), 16-24. https://eric.ed.gov/?id=EJ1103782

q2 · i? · causal · r1

In-class clicker responses immediately after viewing in the quasi-experiment; the Comedy and IPCC groups differed significantly, with IPCC videos rated more vote-influential (t = 3.975, p < 0.0001). Shown in Figure 1; no Control comparison was possible.

"There was a significant difference between the Comedy and IPCC groups in how influential students thought the video could be on the way a person votes, with the authoritative videos from the IPCC perceived to be more influential. A Welch two sample t-test indicates a significant difference in the means (t = 3.975, p < 0.0001)."

Carter 2016 (2)¶

Carter, B. E., and Wiles, J. R. (2016). Comparing effects of comedic and authoritative video presentations on student knowledge and attitudes about climate change. Bioscene, 42(1), 16-24. https://eric.ed.gov/?id=EJ1103782

q2 · i? · causal · r1

The same in-class perception data showed no perceived difference between the video sets for changing attitudes or voting on GCC-related issues, qualifying the voting-influence difference.

"Students perceived both video sets to be equally influential in terms of how they may change people’s attitudes or the way people might vote on issues related to GCC."

Discussion¶

Related Claims¶

• Comedic and authoritative scientific videos produced no significant difference in students' climate change knowledge or attitudes — related
• No statistical difference between liberal and conservative students in the importance they placed on climate change — related